Gigi EscoeVice Provost, Assessment and
Student Learning
More than a
Mandate:
Helping
Faculty
Respect and
Value
Assessment
Examples of UC’s Assessment-Inspired Outcomes
• 1st to 2nd year retention increased by 10% in less than 10 years
• Student engagement dramatically increased • Interesting VSA data• Continuous fine tuning of General Education
Core• Spring 2009: HLC re-accreditation without any
follow-up requirements
Today:Provide a quick context Jump right into some thoughts; your
examples welcome
Focus on ways assessment can help faculty do their jobs
– Work within your institutional context
Focus on ways assessment can help faculty do their jobs
– Work within your institutional context– Help faculty develop “data driven” practices
Focus on ways assessment can help faculty do their jobs
– Work within your institutional context– Help faculty develop “data driven” practices– Talk about teaching, learning, and
educational experiences do not put your emphasis on accountability mandates
Focus on ways assessment can help faculty do their jobs
– Work within your institutional context– Help faculty develop “data driven” practices– Talk about teaching, learning, and educational
experiences do not put your emphasis on accountability mandates
– Volunteer your expertise
Focus on ways assessment can help faculty do their jobs
– Work within your institutional context– Help faculty develop “data driven” practices– Talk about teaching, learning, and educational
experiences do not put your emphasis on accountability mandates
– Volunteer your expertise– Embed assessment into faculty development
opportunities
Focus on ways assessment can help faculty do their jobs
– Work within your institutional context– Help faculty develop “data driven” practices– Talk about teaching, learning, and educational
experiences do not put your emphasis on accountability mandates
– Volunteer your expertise– Embed assessment into faculty development
opportunities– Take advantage of institutional transitions
(semesters anyone?)
Be Efficient and Effective
• College meetings, not reports (minutes should identify best practices, concerns, action items)
Be Efficient and Effective
• College meetings, not reports (minutes should identify best practices, concerns, action items)
• Use available data to create an integrated picture (over sample IR reports, external feedback to students, graduation surveys, etc)
Be Efficient and Effective
• College meetings, not reports (minutes should identify best practices, concerns, action items)
• Use available data to create an integrated picture (over sample IR reports, external feedback to students, graduation surveys, etc)
• Utilize appropriate tools, avoid paper and pencil , Make data accessible
Considerations
• Institutional assessment committees?
• How should we recognize and reward good assessment?